Mock Action Research Proposal Presentation

1. MOCK ACTION RESEARCH
PROPOSAL PRESENTATION
CHRISTIANIE DOR-LAMPTON
EDU671: FUNDAMENTALS OF EDUCATIONAL RESEARCH
WEEK 5 - DISCUSSION 1
INSTRUCTOR: NEWTON MILLER
INSTRUCTOR: NEWTON MILLER
JANUARY 19, 2017

2. AREA OF FOCUS
• The area focus is to illustrate how developing culturally responsive instruction
and developmentally appropriate materials to teach diverse learners will
increase academic achievement gains in core content subjects.

3. • I believe the children set the pace of the learning environment therefore,
instruction and materials should be adapted. The main objective of using
this intervention is help my students to be autonomous in their learning.
Studies indicate rapid changes in today’s school demographics requires
teaching pedagogy to meet “the emotional, social, and educational needs of
the children” (Nichols, Rupley, Webb-Johnson, & Tlusty, 2000, p. 40).
• An inclusive learning environment thrives by considering the students
interest, background, and prior knowledge. Educators can form a “bridge
between students’ home and school lives” to help create lifelong learners
(Coffey, (2008), para. 1). Culturally relevant teachings suggest teachers
must first understand their own cultural background in order to effectively
help students. Understanding own cultural will help create a rich learning
community.

4. EXPLANATION OF PROBLEM
• Our school is located in an urban area serving families and children from
low socio-economic background. The learners in the classroom come from
variant cultural backgrounds, learning abilities, languages, and beliefs. The
problem is constructing a culturally receptive learning environment where
the learners cultural references every aspect of learning.

5. RELATED LITERATURE
• Literarure from Ashford Library
• Resources from webpages

6. DEFINE VARIABLES
• Mixed age group of children between four and five year olds
• Research is conducted on four children which include two boys and two girls
• Each of the children vary in aspects as cultural backgrounds, race, age, gender,
developmental levels, and language.
• Consent for parents

7. RESEARCH QUESTIONS
• How can reach my students based on their interest, developmental levels, and age?
• What methods can be implemented to create developmentally appropriate
environment and prepare the students for kindergarten?
• What are effective methods to use in creating a culturally responsive classroom?

8. DESCRIPTION OF INTERVENTION OR INNOVATION
• My intervention methods is to create a learning environment where students can thrive.
Learning materials will be differentiated to fit the learning needs and preferences of each
student. Basically, the intervention will focus on scaffolding instruction for all four of the
participants. The observations will be detailed, objective, and address all aspects of
development by focusing on the “whole child” in areas such as learning environment,
interactions, instruction, and materials. I would use Emergent Curriculum Planning method
as well as scaffolding by planning learning experiences “based on the skills and interests of
individual children, as well as the group as a whole” (McFarland (2008), p. 32).

9. INTERVENTION PLAN
• This intervention technique will require teachers to work collaboratively to learn scaffolding techniques. First students will be
observed to see what strategies is needed to meet their learning needs. Teachers will go through workshops to learn effective
scaffolding methods to help the diverse learners. There will be five steps implemented in order for this intervention design to work
successfully.
• Step one: Teachers have to work collaboratively to find out scaffolding strategies to meet all the leaners needs through videos,
scholarly articles, and materials (This would be a one week period).
• Step two: Teachers will go through a developmental workshop to learn effective scaffolding strategies. These strategies implemented
are to be culturally relevant and developmentally appropriate materials for diverse learners (This would last for two weeks).
• Step three: Teachers would go through a mock training to experience using scaffolding in a virtual classroom. This would help
teachers receive first-hand experience on ways to use scaffolding strategies (This would be a one week experience until teachers are
comfortable with the methods).
• Step four: Observations would be made in the classroom to help find scaffolding strategies for each individual. Lessons would be
created to implement in the classroom (Observations and lessons will continue four week period).
• Step 5: Teachers will meet with parents to be included in the process. Parents will go through workshop as well as mocked
“scaffolding” class to gain understanding of the strategy (This last for 3 days).
• Step six: Teachers would provide feedback to parents and administrators on how the strategies are working based teacher on
feedback, assessments, children’s work.
• Step seven: Strategies will be analyze to determine any changes or room for improvement.
• Step eight: After the initial analysis, six weeks will go by before another review is implemented. Continue creating room for changes
based on student’s achievement.

10. DATA COLLECTION
•Qualitative &Quantitative data source
•Surveys
•Questionnaires
•Observations
•Assessments

11. Research Questions
Data Collection
Tool
Why this tool? Justify its use in your
study. How does it match with what
you are attempting to find and to
measure?
Timeframe
How and when data will
be collected.
1. What methods can be
implemented to create
developmentally
appropriate environment
and prepare the students
for kindergarten?
Parent
surveys/questionna
ires in regards to
ways their child
learn best
First, I want to use surveys/
questionnaires to gain insight on how
the children learn best by receiving
information from their first teachers.
Second, through daily observations I
will be able to figure out how
individualized learning to fit each
learners needs and wants. Third, the
anecdotal records will help the
teacher assessment to view how
children progress.
The data will be collected
in the beginning of the
year as a comprehensive
analysis to compare to
end of the year.
2. How can reach my
students based on their
interest, developmental
levels, and age
Observations/ workshops (for
parents/ teachers) (Using Emergent
Curriculum Planning/ scaffolding)
The observations will be detailed, objective, and
address all aspects of development by focusing on
the “whole child” in areas such as learning
environment, interactions, instruction, and
materials. I would use Emergent Curriculum
Planning method by planning learning experiences
“based on the skills and interests of individual
children, as well as the group as a whole”
(McFarland (2008), p. 32). The portfolios would
illustrate child’s progress through their work
samples, observations, assessments, pictures, etc.
The running records can be used to depict
everything happening such as behaviors or
interactions by recording my observations on the
spot.
This will continue throughout the
year to ensure student progress.
Involving parents in the process
creates a solid partnership. All
results will be reviewed to see if
there is room for improvement or
change.
3. What are effective
methods to use in creating
a culturally responsive
classroom?
Observations/Journ
als
These tools will help me unfold
effective learning and instruction
strategies to reach the diverse
learners. The journals are used daily
by the children to record drawings,
what they are learning, interest, etc.
Daily observations would provide
insight ways children are developing
and what teacher should do to
implement effective strategies to
reach learners based on interest,
At the beginning and
throughout the year.
Children are continually
growing and their interest
will change therefore data
has to be collected on a
continuous manner.

12. RESOURCES
• Coffey, H. (2008). Culturally Relevant Teaching. Retrieved
December 20, 2016, from
http://www.learnnc.org/lp/pages/4474
• McFarland, L. (2008). Anecdotal Records: Valuable Tools for
Assessing Young Children’s Development. Dimensions of Early
Childhood, 36 (1), 31-36.
• Nichols, W. D., Rupley, W. H., Webb-Johnson, G., & Tlusty, G.
(2000). Teachers Role in Providing Culturally Responsive
Literacy Instruction. Reading Horizons, 41(1), 1-18.